During the meeting, the administration outlined the need for change, revealing that previous grading practices had resulted in a high failure rate among multilingual learners. The new procedure, developed to align with state expectations, allows for individualized grading based on students’ varying levels of proficiency. This shift acknowledges the complexities of language acquisition and the need for a supportive academic environment. Under the new system, teachers are instructed to provide comments on report cards to specify considerations made for language proficiency, and passing marks may now be awarded based on effort and participation.

The introduction of the new grading system has already shown promising results with a noted decrease in the number of multilingual learners failing multiple courses, dropping from 98 to 69 students. However, there was an increase in those failing just one class, raising questions about the overall effectiveness of the new procedures. Despite this, the administration remains optimistic, emphasizing the importance of collaboration among teachers and administrators in achieving these outcomes.

To further support multilingual learners, the board discussed the need for improved instructional methods. The administration highlighted professional development opportunities for teachers, including training in high-intensity ESL programs and sheltered instruction settings which align with World Language and English Language Arts standards. Approximately 139 staff members have received training in these practices.

In addition to grading system changes, the board also addressed the need for a full-time bilingual instructor at the high school, acknowledging the application for a compliance waiver due to this gap. The absence of such a position emphasizes the ongoing challenges in providing comprehensive support for multilingual students. The administration is committed to securing the necessary resources and training to ensure these learners receive equitable educational opportunities.

Another discussion point was the progress in tracking multilingual learners’ performance using the data warehouse tool, “link it,” which helps teachers monitor past ACCESS test results and plan instructional strategies accordingly. The use of this tool, combined with support from an ESL and bilingual instructional coach, aims to foster a more informed and effective approach to education for multilingual students.

The board meeting also touched on other significant areas, such as the proposed implementation of a rotating job schedule at the high school. This change would increase instructional time per class, potentially allowing for a more focused and manageable academic experience for students. With a reduction in course load from eight to seven classes, the board hopes to alleviate the pressure on students juggling multiple responsibilities.

In an effort to modernize communication with parents, the board is considering replacing ClassDojo with ParentSquare, a platform that offers multilingual communication capabilities. This shift could enhance engagement and streamline communication for families with children in different schools.

The board addressed operational concerns, such as ceasing online public comments during meetings, instead directing the public to a contact form on the district’s website for communication with board members. Personnel updates included the proposal for new positions and improvements in employee retention metrics, bolstered by positive exit surveys.

Financial matters were also discussed, including a temporary setback caused by an IRS levy on district funds due to an error in tax payment periods. The district expects to resolve the issue and receive a refund, with measures being considered to prevent future occurrences.